riculum for English Language I – V 2017 1 I: Write short descriptive and narrative paragraphs and stories for academic purposes Learning Outcomes st of items abulary) for a given c. Classify items (e.g. vocabulary) required for a given task/topic few simple s to /show e in a eries of
Curr3 Recognize the function of selected question words e.g. what, when, to write answers to simple questions Recognizefunction oquestion write sho Completeparagraphgiven worand sente Write simdescriptivnarrative Use approvocabularto write aguided pa Giving gendescriptioperson/ob
riculum for English Language I – V 2017 2 e the of different words to ort answers Recognize the function of different question words and key words to write appropriate short answers Recognize the function of different question words and key words to write appropriate short answers e a simple h using the rds, phrases, ences Complete a simple paragraph using the given words, phrases, and sentences Complete a simple paragraph using the given words, phrases, and sentences mple ve and paragraphs. opriate ry and tense a simple aragraph by; neral physical on of a bject. Write simple descriptive and narrative paragraphs. Use appropriate vocabulary and tense to write a simple paragraph by Giving description of a person/object/place Identify descriptive, narrative and expository paragraphs to note differences Use appropriate vocabulary and tense to write a simple paragraph by Giving physical description and character traits/ characteristics of a person/object/place, moving from general to specific Narrating an activity from
Curr3 Narrating from immsurroundi Explainingprocedure Replace rebus with words to complete a given story Fill in words to change /complete a given story Identify telements Beginningand end Character Place and Write a gusing the
riculum for English Language I – V 2017 3 an activity mediate ngs g a process or e Narrating an activity from immediate surroundings Explaining a process or procedure immediate and extended surroundings Explaining a process or procedure he basic of a story: g and middle rs time uided story se elements Identify the elements of a story: Beginning and middle and end of a conflict Human, animal, imaginary characters and their roles Setting Write a guided story using the elements of story writing Write a short passage, anecdote, fable, etc., for pleasure and creativity. Identify the elements of a story: Beginning and middle and end of a conflict Human, animal, imaginary characters and their roles Dialogues Setting Write a story using the elements of story writing Write a short passage, anecdote, fable, etc., for pleasure and creativity
Curr3 Copy rhyming words from a poem. Copy rhyming words from a poem. Write more rhyming words. Write a siusing a lisrhyming wBenchmark III: Write a variety of simple interpersonal and transactional texts e.g. greeting cards, dialogues (speech bubbles, cartoon strips) using vocabulary, tone, style of expression appropriate to the communicative purpose and context. Benchmark Iinformal invivocabulary , context. Students L Make/fill in through guided activity, simple greeting cards: Draw illustrations to make greeting cards Copy names of addressee and sender Copy appropriate words and formulaic expressions Make/write simple greeting cards: Draw illustrations to make greeting cards using cursive writing Copy names of addressee and sender Write appropriate words and formulaic expressions Read showritten fopurposes guided shtheir ownand famil Write guiinformal ifriends anmembersdemonstr
riculum for English Language I – V 2017 4 imple poem st of given words. Write the central idea of a given poem in simple language List rhyming words and write a simple poem Write the central idea of a given poem in simple language Based on a central idea, list rhyming words and write a poem II: Write a variety of interpersonal and transactional texts e.g. short notes, tations and letters, and dialogues (speech bubbles, cartoon strips,) using tone, style of expression appropriate to the communicative purpose and Learning Outcomes rt notes or selected to write hort notes of n to friends y members ded short invitations to nd family s to rate the use Read short notes written for different purposes to write short notes of their own to friends and family members Write short informal invitations to friends, family members and teachers to demonstrate the use Read short notes written for different purposes to write short notes of their own to friends and family members Write short informal invitations for a variety of purposes to demonstrate the use of conventions of short invitations Write replies accepting or
Curr3of the folconventio Purpose Date and Venue Name ofand sen Fill in speech bubbles with given appropriate words and formulaic expressions Fill in speech bubbles and cartoon strips with appropriate formulaic expressions or a simple dialogue Write senspeech bucartoon svocabularstyle of eappropria
riculum for English Language I – V 2017 5 lowing ons: e d time f addressee der of the following conventions:: Purpose Date and time Venue Name of addressee and sender Write replies accepting the invitation declining the invitation Demonstrate the use of conventions of letter writing: Address Date Salutation Body Closing Write an informal letter Demonstrate the use of conventions of letter writing: Address Date Salutation Body Closing Write an informal letter and a letter of application. Write a reply to a short informal letter from friends and family members ntences in ubbles and strips using ry, tone, xpression ate to the Write short texts in speech bubbles and cartoon strips using vocabulary, tone, style of expression appropriate to the Write short texts in speech bubbles and cartoon strips using vocabulary, tone, style of expression appropriate to the communicative purpose and context
Curr3communipurpose aBenchmark IStudents L- - Revise wrfor layouand punc
riculum for English Language I – V 2017 6 icative and context communicative purpose and context V: Revise and edit for word order, spelling and punctuation Learning Outcomes ritten work t, legibility, ctuation. Revise written work for correct Spelling and punctuation Pronoun-antecedent agreement Subject-verb agreement Revise written work for layout, legibility, vocabulary and grammar. Revise written work for correct Spelling and punctuation Pronoun-antecedent agreement Subject-verb agreement Revise written work for layout, legibility, vocabulary and grammar.
Curr3Competency3: Oral Communication Skills Standard1: Students use appropriate social and academic conventions individuals and in groups, in both formal and informal settings Grade 1 Grade2 GraBenchmark I: Use some formulaic expressions for basic routine greetings and social courtesies for oral interaction in predictable environment of class and school Benchmark I:functions andpredictable eStudents Learn Articulate, recognize and use some formulaic expressions to Offer and respond to basic routine greetings Express and offer a few basic social courtesies Listen and respond to a few commands Express limited needs Articulate the sounds of letters of the alphabet in random order Articulate, recognize and use some formulaic expressions to Offer and respond to basic routine greetings Express and offer a few basic social courtesies Introduce self and talk about family Listen and respond to more commands Express limited needs Identify anpreviouslymore formexpressiongreetings routine socourtesiesthe age, gstatus of taddressee Use approexpressionconversatarticulate,and use soformulaic to Offer and greetings
riculum for English Language I – V 2017 7 of spoken discourse for effective oral communication with de3 Grade 4 Grade 5 Use limited linguistic exponents to communicate appropriately for d co-functions of opinions, apologies, requests and instructions in nvironment of class and school ning Outcomes nd use y learnt and mulaic ns from and some ocial s according to ender and the e. opriate ns in ion to , recognize ome expressions respond to Identify and use previously learnt and more formulaic expressions from greetings, routine social courtesies and some communicative functions according to the age, gender and status of the addressee. Use appropriate expressions in conversation to Express regret Express likes and dislikes Express needs and feelings Identify and use previously learnt and more formulaic expressions for greetings, routine social courtesies according to the age, gender and status of the addressee. Use appropriate expressions in conversation to Express and respond to opinion Offer and accept apology Request and respond to requests Give and respond to
Curr3and feelings Seek permission to do something Express angratitude Express re Introduce about fam Listen andcommand Express likdislikes Express nefeelings Express opsimple sen Respond tinstructiondirections
riculum for English Language I – V 2017 8 nd show egret self and talk mily d respond to s kes and eeds and pinions in ntences to simple ns and Express opinions Seek permission to do something Show ability/inability to do something Respond to instructions and directions simple instructions and directions
Curr3Benchmark II: demonstrate through introductions, recitation of poems, and show-and-tell activities, the social and academic conventions and dynamics to communicate information/ideas Benchmark IIsocial and acainformation/Students Learn Demonstrate use of common conventions and dynamics of group oral interactions: Express basic emotions (happy, sad, angry etc.) Exchange basic routine greetings Exchange few social courtesies Introduce themselves Participate Take turns Express needs Express enjoyment while playing Recite poems Demonstrate use of common conventions and dynamics of group oral interactions: Exchange some routine greetings Exchange some social courtesies Introduce themselves and others Participate Take turns Use polite expressions to seek attention Express likes and dislikes Express needs and feelings Express enjoyment while playing Recite poems Describe things and objects in surroundings Demonstrconventiodynamics interaction Exchange greetings courtesies Introduce others Engage in Take turns Use politeto seek att Agree/disa Lead and f Express likdislikes Express nefeelings Express jo
riculum for English Language I – V 2017 9 : demonstrate through role plays, discussions, conversations, the ademic conventions and dynamics to communicate ideas. ning Outcomes rate ns and of group oral n to: routine and s self and conversation s e expressions tention agree politely follow kes and eeds and oy Demonstrate conventions and dynamics of group oral interaction to: Introduce self and others Engage in conversation Take turns Use polite expressions to seek attention Agree/disagree politely Lead and follow Express needs and feelings Express joy Demonstrate conventions and dynamics of group oral interaction to: Introduce self and others Engage in conversation Take turns Use polite expressions to seek attention Agree/disagree politely Lead and follow Express needs, feelings, and ideas Express joy Make polite requests for personal reasons Take leave
Curr4 Use appropriate body language for different communicative functions Use appropriate body language for different communicative functions Identify anappropriatnon-verbadifferent communicfunctions Standard 2: Pronunciation: Students understand and articulate widely English language for improved communication. Grade 1 Grade2 GraBenchmark I: Recognize and articulate the basic sounds and sound patterns of English language at word and sentence level Benchmark I:basic intonatitexts Students Learn Articulate the sounds of letters of the alphabet in series and in random order Match the initial sound of common words depicted in pictures with their corresponding letters Recognize and identify consonants and vowels in the English alphabet using common Match the initial and the final sound of common words depicted in pictures with their corresponding letters Recognize and identify consonants and vowels in the English alphabet Identify /classify words that begin with consonant or vowel sounds Pronounce some Articulate soft soundletters c a Pronouncesimple wosilent lettewr and kn write Pronouncelong and sand diphtthey occuritems and reading le
riculum for English Language I – V 2017 0 nd use te tone and al cues for cative Identify and use appropriate tone and non-verbal cues for different communicative functions Identify and use appropriate tone and non-verbal cues for different communicative functions acceptable pronunciation, stress and intonation patterns of the de3 Grade 4 Grade 5 Recognize and articulate sound patterns and stress in words, and ion patterns in statements and questions as they occur in classroom ning Outcomes hard and ds of the nd g e and spell ords with ers such as in know and e and spell short vowels hongs as r as practice sentences in ssons Pronounce and spell simple words with more silent letters such as mb in lamb Pronounce and spell long and short vowels and diphthongs as they occur as practice items and sentences in reading lessons and in speech Pronounce and spell more words with silent letters such as tch in switch, sch in school. Pronounce and spell long and short vowels and diphthongs as they occur as practice items and sentences in reading lessons and in speech
Curr4consonant blends (bl, cl, th, ch, ph, br and dr) Pronounce some common consonant digraphs in initial position Match spoken words with the written words Recognize that as letters of words change, so do the sounds Identify words that begin with the same sound Identify words that end with the same sound Identify one syllable words that rhyme Pronounce familiar one-syllable words and common irregular sight words Recognize words ending with S sound in the plural from of a word common consonant digraphs in initial and final position Identify and pronounce with reasonable accuracy common consonant clusters in initial positions e.g. sch and thr,etc. Match spoken words with the written words Recognize that as letters of words change, so do the sounds Identify words that begin with the same sound Identify words that end with the same sound, e.g. ng Identify/classify one and two syllable words that rhyme Pronounce familiar two and three syllable words and common irregular sight words Differentiate between words ending with s
riculum for English Language I – V 2017 1
Curr4and z and iz sounds in the plural from of a word Recognize words with one or more syllables. Pronounce simple one, two syllable words. Pronounce the weak forms of a and the in simple phrases and of be in contractions Familiarize themselves with rhythm, stress, and intonation of English language Comprehend simple stories and poems read aloud in class Pronouncepairs, comproblems consonantPakistani sEnglish Pronouncereasonablcommon tconsonantinitial and
riculum for English Language I – V 2017 2 e, in minimal mmon in ts for speakers of Pronounce, in minimal pairs, common problem consonants for Pakistani speakers of English Pronounce, in minimal pairs, common problem consonants for Pakistani speakers of English e with e accuracy, twot clusters in final Pronounce with reasonable accuracy, common threeconsonant clusters in initial positions Pronounce with reasonable accuracy, common threeconsonant clusters in initial and final
Curr4positions Classify wobegin or esame two-clusters Identify andifferentiavowel lettsounds Pronounceshort vowminimal p Recognizethree soun“t”, “id” asdanced, an Tell how msyllables ehas Pronounceform of hacontractio
riculum for English Language I – V 2017 3 ords that end with the -consonant Classify words that begin or end with the same three-consonant clusters positions Classify words that begin or end with the same consonant clusters nd ate between ers and e long and wel sounds in pairs (a,e) Identify and classify words that begin with vowel sounds Identify the use of the with words starting with consonant and vowel sounds Pronounce long and short vowel sounds in minimal pairs (i, o, u) Classify more words that begin with vowel sounds Identify the use of the with words starting with consonant and vowel sounds Identify and pronounce long and short vowel sounds in different words (a, e, i, o, u) e that edhas nds i.e. “d”. s in looked, nd landed Recognize that ed has three sounds i.e. “d”. “t”, “id” through context Recognize that ed has three sounds i.e. “d”. “t”, “id” through context. many each word Tell how many syllables each word has Recognize and use the conventions to demarcate a syllable Find out how many syllables a word has Use a dictionary to find out how words are divided into syllables e the weak ave in ons Pronounce the weak form of ‘of’, and, ‘or’ and‘but’ in simple Pronounce the weak form of will/shall and not in contractions
Curr4 Differentiaintonationused in staand quest Reproduceappropriatof rhythmintonationlanguage ithrough lisstories andread aloud
riculum for English Language I – V 2017 4 phrases ate between n patterns atements ions Listen to and identify rising and falling tones in sentences Recognize and use the convention to mark these intonation patterns Listen to and respond appropriately to the sentences with rising and falling intonation patters e in speech, te patterns , stress and n of English introduced stening to d poems d in class Produce in speech, appropriate patterns of rhythm, stress and intonation of English language by listening to stories and poems read aloud in class Produce in speech, appropriate patterns of rhythm, stress and intonation of English language by listening to stories and poems read aloud in class
Curr4Competency4: Formal and Lexical Aspects of Language Standard1: Vocabulary: Students enhance their vocabulary for effectivNote*:For each SLO of standard1, it must be ensured that the one/two/three syllabic words, homophones, compound words, homoof previously learned and 70% of new vocabulary. Grade 1 Grade2 GraBenchmark I: Recognize and use with correct spellings, naming, action and describing words, rhymes, common phrases and formulaic expressions from immediate surroundings and from the subject texts Benchmark I:identifying leimmediate anStudents Learn Recognize “English” words used commonly in Urdu/other local languages from immediate environment Recognize “English” words used commonly in Urdu/other local languages from immediate environment Recognizecognates fimmediateextended Recognize and classify into different categories, some simple action and naming words from pictures and immediate surrounding e.g. animals, fruits, vegetables, parts of Recognize and classify into different categories, some simple action and naming words from pictures and immediate surrounding e.g. animals, fruits, vegetables, parts of Classify intcategoriesmore namand descrifrom pictusignboardin their imextended
riculum for English Language I – V 2017 5 ve communication vocabulary (used for formulaic expressions, anagrams, cognates, nyms, word families, similes etc.) used in each grade should have 30% de3 Grade 4 Grade 5 Build vocabulary through simple word formation techniques and xical sets, and use with correct spellings, the vocabulary from nd extended environment ning Outcomes e and use from e and environment Recognize and use cognates from immediate and extended environment Recognize and use cognates from immediate and extended environment to different s, and use ming, action ibing words, ures, s, labels etc mmediate and environment Classify into different categories, and use more naming, action and describing words, from pictures, signboards, labels etc in their immediate and extended environment Classify into different categories, and use more naming, action and describing words, from pictures, signboards, labels etc in their immediate and extended environment
Curr4body, objects in the classroom and at home, colors, shapes, directions (left/right) and numbers in words and first, second, third, etc. body, objects in the classroom and at home, colors, shapes, directions (left/right) and numbers in words (cardinal and ordinal 1- 10) etc. Tell left from right Follow multiple-step directions Articulate simple rhyming words Articulate and recognize simple rhyming words Recognizecreate andrhyming w Use appropriately common phrases and formulaic expressions in class and playground Reproduce common phrases and formulaic expressions used in class and school Use more formulaic learnt in cfrom exteenvironme Spell simple one/two syllable words Trace and copy f familiar words learnt in class Provide the missing letter in simple one/two syllable words Spell simple two/three syllable words Take dictation of familiar words learnt in class Provide the missing letter in simple two/three syllable words Make anasimple onewords Identify thof a given context
riculum for English Language I – V 2017 6 e, find out, d use more words Recognize, find out, create and use more rhyming words Recognize, find out, create and use more rhyming words phrases and expressions class and nded ent Use more phrases and formulaic expressions learnt in class and from extended environment Use more phrases and formulaic expressions learnt in class and from extended environment grams from e syllable Make anagrams from simple one/two syllable words Make anagrams from simple two/three syllable words he word class word in Identify in text, and change part of speech in a given word Change part of speech of a given word
Curr4 Recognizewords simopposite i
riculum for English Language I – V 2017 7 e and use milar and n meaning Locate, provide, connect and use words similar and opposite in meaning Locate, provide, connect and use words similar and opposite in meaning Locate, identify, differentiate between, and use some simple pairs of words including homophones Locate, identify, differentiate between, and use some simple pairs of words including homophones, homonyms. Understand and locate some compound words from various text sources e.g. butterfly, football, bus stop, homework, classroom and white board. Break up some common compound words into words they are made of. Locate difference between the two. Use common compound words in speech and own writing. Use common compound words in speech and own writing e.g. milk shake, bed room, airport, gold fish and sunshine Join some words to make common compound words and use them in speech and writing
Curr4 Organize vitems leara notebooto selectedprinciples,arranging alphabeticparts of sp Recognizearrangemeas a prepaglossary ouse
riculum for English Language I – V 2017 8 Recognize meaning of common adjectives in relation to each other e.g. huge-big Recognize meaning of common adjectives and verbs in relation to each other Use some common similes in speech and writing e.g. as black as coal Analyze and use some analogies and more similes in speech and writing using “like” and “as __ as” Recognize and use some words and phrases that usually go with the verbs have and go. Use more words and phrases that usually go with the verbs have, go, take and make. vocabulary rnt in class in ok according d organizing , such as words in cal order and peech. Organize vocabulary items learnt in class and from the extended environment (including media) in a notebook according to parts of speech and word family Organize vocabulary items learnt in class and from the extended environment (including media) in a notebook according to parts of speech and word family e alphabetical ent of words aration for f dictionary Recognize alphabetical arrangement of words in a glossary or a dictionary Recognize alphabetical arrangement of words in a glossary or a dictionary Locate an entry for a word in a glossary of a
Curr4 Spell somestudied in orally and Copy and dictation owords stu Recognizespelling chplural formand regulaforms.
riculum for English Language I – V 2017 9 dictionary e words class both in writing take of familiar died in class Spell some words studied in class both orally and in writing Copy and take dictation of words studied in class Spell words studied in class both orally and in writing Copy and take dictation of words studied in class e and apply hange in ms of nouns ar verb Apply spelling change in plural form of regular and irregular nouns and regular verb forms. Apply spelling change in plural form of regular and irregular verb forms
Curr5Standard2: Grammar and Structure: Students understand grammaticafor developing accuracy in their spoken and written communication. Grade 1 Grade2 GraBenchmark I: Recognize grammatical functions of some parts of speech and use them in speech and writing Benchmark Iconcepts of tStudents LearnNAMING WORDS (NOUNS) Recall and match common naming words with pictures from immediate environment Use naming words in their speech and writing Recognize and change the number of simple naming words by adding or removing “s” (singular/plural) Identify gender of naming words from immediate environment (masculine/feminine) Recognize that people and places have particular names NAMING WORDS (NOUNS) Recognize and match common singular naming words from immediate environment. Classify naming words into different categories such as person, pet, animal, place or thing. Use naming words in their speech and writing. Identify and change the number of simple naming words by adding or removing “s” and “es” Identify and classify gender of naming words from immediate environment NOUNS Recognizewords as Demonstrsome nouimmediatextendedenvironm Identify adifferenticountableuncounta Recall chanumber onaming wadding an‘s’, ‘es’ anIdentify athe numbby addingwords endetc.
riculum for English Language I – V 2017 0 l functions and use the principles of grammar, punctuation and syntax ade3 Grade 4 Grade 5 : Recognize grammatical functions of selected parts of speech, limited time, tense and aspect, and use them in their speech and writing ning Outcomes e naming nouns. rate use of uns from te and ment nd ate between e and ble nouns anging of simple words by nd removing nd ‘ies’. nd change ber of nouns g ‘es’ after ding in y, o, NOUNS Recall, and demonstrate use of more common, countable and uncountable nouns from immediate and extended environment. Identify and use collective nouns. Change the number of regular and irregular nouns. Recognize and use nouns with no change in number. Classify and change the gender of more nouns from immediate and extended environment (masculine, feminine, NOUNS Recall, and demonstrate use of more common, countable and uncountable nouns from immediate and extended environment. Change the number of regular and irregular nouns, and nouns with no change in number. Classify and change the gender of more nouns from immediate and extended environment (masculine, feminine, neuter). Recognize and identify the
Curr5(masculine/feminine) Recognize more particular names of people, pets, and places Change thirregular n Classify anthe gendefrom immextendedenvironm(masculinneuter) Recognizenaming wcommon particularwords as nouns. Claas commoproper noof peopleplaces, hoSUBSTITUTION WORDS (Pronouns) (subjective form) Use substitution words me, you, him, her, us, them, I, you, he, she, we, they, it. Use words that point to something: this, that, these, those Use questioning SUBSTITUTION WORDS (Pronouns) (personal and possessive) Illustrate the use of substitution words learnt earlier. Recognize that some words substitute particular and general naming words. Distinguish between PRONOUNS Recall subwords lea Recognizewords as Identify apronouns Show posusing the my, your,our, their
riculum for English Language I – V 2017 1 he number of nouns nd change er of nouns mediate and ment ne, feminine, e general words as nouns and r naming proper assify nouns on and ouns (names e, pets, olidays, etc) neuter) Classify more nouns as common and proper nouns (names of people, pets, places, mountains, lakes, rivers, etc) common gender used for both male and female. Classify more nouns as common and proper nouns (names of people, pets, places, mountains, lakes, rivers, etc) bstitution arnt earlier e substitution pronouns. nd use s in sentences ssession by pronouns his, her, its, before PRONOUNS Illustrate use of pronouns learnt earlier. Show possession by using the pronouns my, your, his, her, its, our, their before nouns Use the personal pronouns mine, ours, yours, his, hers, its, PRONOUNS Illustrate use of pronouns learnt earlier. Use the personal pronouns myself, yourself/ves, himself, herself, ourselves, themselves, and itself. Demonstrate correct use of my-mine, your-
Curr5words: what, who, where, when, why and use the substitution words. Illustrate use of words that point to something Use questioning words: what, who, where, when, why nouns Recognizepronounstheir nouand numb Constructsentenceswith wordto someththis, that,those, thedescribe p Illustrate question earlier. Iduse questwho, whowhere, etARTICLES Recall theuse of a, aChoose bean. Identiarticles. Rthat pluranot take tor an.
riculum for English Language I – V 2017 2 e that s agree with ns in gender ber t short s beginning ds that point hing such as , these, ere to pictures. use of words learnt dentify and tion words ose, which, tc. and theirs. Demonstrate correct use of my-mine, youryours, etc. Recognize that pronouns agree with their nouns in gender and number Illustrate use of words that point to something. Construct short sentences with the pronoun it as a subject. Illustrate the use of question words learnt earlier. Identify and use question words when, how many, and how much, etc. yours, etc. Recognize that pronouns agree with their nouns in gender and number Identify and illustrate extended use of words that point to something. Illustrate the use of question words learnt earlier. Identify and use question words why and how often, etc. e rules for the an and the. etween a or fy a or an as Recognize al nouns do the articles a ARTICLES Recall the rules for the use of a and an. Choose between a or an before words that start with mute consonant letters. ARTICLES Recall and apply the rules for the use of a and an. Choose between a or an before words that start with mute consonant letters. Identify and use the definite article ‘the’. Differentiate
Curr5DOING WORDS (verbs) Physically respond to, and use some common action words Use am, is, are in short sentences to identify and describe a person, place, and thing e.g. I am DOING /ACTION WORDS (verbs) Identify and use common action words Use am, is, are with different substitutions and pointing words in short sentences to identify and describe a person, place and thing e.g. I am …. Use has, have to show possession Recognize and use the doing words can/cannot to show ability or inability VERBS Recognizewords as action verand writin Illustrate different verb be, dalong witnegative ftheir corrpronounshe , she, i Identify asimple sethe verbs and have verbs Demonstrof the ver/cannot tability andIdentify amay/mayseeking opermissioprohibitio
riculum for English Language I – V 2017 3 between use of definite and indefinite articles. e doing verbs. Use rbs in speech ng. use of forms of the do, and have h their forms with esponding s (I, we, you, t, they) nd make ntences with be, done, as main rate the use rb can o show d inability. nd use y not for r giving on and on VERBS Recognize and use more action verbs from extended environment including other subjects in speech and writing. Recognize helping verbs as aiding the main verbs. Identify the use of verbs be, do, and have along with their negative forms as helping verbs. Distinguish between be, do, and have as main and helping verbs. Identify and make simple sentences with the verbs be, do and have as main and helping verbs. Illustrate use of different forms of the verb be, do, and have with their VERBS Recognize and use more action verbs from extended environment including other subjects in speech and writing. Demonstrate the use of be, do, and have along with their negative forms as main or helping verbs in sentences. Illustrate the use of can /cannot and, may/may not and should/should not to express permission, prohibition, doubt, and obligation. Recognize and use forms of more regular and irregular verbs.
Curr5 Articulateforms of sregular vebe, do, anTENSES Recognizetakes plac(present, future). Tindicates action. Use simplTense for actions antimeless astatemen
riculum for English Language I – V 2017 4 e and use some simple erbs including nd have. corresponding pronouns (I, we, you, he , she, it, they) Identify and make simple sentences with the verbs be, done, and have as main verbs Illustrate the use of can /cannot and, may/may not. Identify and use should/should not to express permission and prohibition. Articulate, recognize and use forms of some simple regular verbs e that action ce in time past or ense time of le Present habitual nd for and universal ts TENSES Illustrate the use of tenses previously learnt in their speech and writing Use Past Continuous Tense for actions that were in progress at some time in the past and to give a descriptive background to a TENSES Illustrate the use of tenses (simple present and continuous, simple past and continuous, and simple future tense) previously learnt in their speech and writing
Curr5 Use PreseContinuoudescribingand for acplace at tspeaking Use simplfor complwith or wmention otime. DESCRIBING WORDS (adjectives) Use some describing words showing quality, size and colour e.g. soft, big, yellow Identify and use words showing possession e.g. my, your, his, her, our, their DESCRIBING WORDS (adjectives) Identify and match some pairs of describing words showing quality, size and colour e.g. softhard, big-small, blackwhite Identify and use words showing possession e.g. my, your, his, her, our, their, and its ADJECTIVES Identify dwords as Use adjecquantity, and colou
riculum for English Language I – V 2017 5 ent us Tense for g activities ctions taking he time of le Past Tense leted actions, without of specific narrative/recount. Use Future Simple tense for expressing actions in future escribing adjectives. ctives of quality, size ur. ADJECTIVES Classify adjectives of quantity, quality, size, shape, colour, and origin. Articulate, identify and use degrees of regular adjectives ADJECTIVES Classify adjectives of quantity, quality, size, shape, colour, and origin. Articulate, identify and use degrees of regular adjectives ADVERBS Recognize that an adverb qualifies verbs, adjectives and other adverbs. Identify and use simple adverbs of ADVERBS Identify and use adverbs of manner, time, place, and frequency
Curr5WORDS SHOWING POSITION (prepositions) Recognize, identify and use a few words showing position e.g. to/from, up/down, here/there(preposition of location) WORDS SHOPOSITION (pr Demonstrsome worposition JOINING WO(CONJUNCTIO Recognizefunction owords. Use joininor and buaddition, and contrsentence.to expresBenchmark II: Recognize and use punctuation such as comma, full stop, question mark, exclamation mark, and capitalization to read and write simple sentences Benchmark Iand colon to Students LearnCAPITALIZATION Apply capitalization to the initial letter of the first word of a sentence CAPITALIZATION Recognize and apply capitalization to the initial letter of the first word of a sentence, CAPITALIZATI Use capitaaccordinglearnt ear Recognize